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English111:Writing and Inquiry

Course

ENG 111-58IN

Instructor Scott Temple

Office

ABW-243

Email

sgtemple512@my.pittcc.edu

Phone

493-7526

Office
hours

M 12 - 2 pm; Wed 12 - 1 pm
T: 11-1 am; TH:10:00 am - 12:30 pm

If you need to contact me, feel free to phone, email to the address above, or stop by during
office hours. If I am unavailable and you need immediate assistance, contact the Composition
Coordinator at 493-7746 or the English and Humanities Department office at 493-7272.

COURSE OVERVIEW
What is this class and why do I need it?
English 111 is a class that will prepare you for the future. First, the practical: you will learn
how to write the kinds of papers you will need to write in other classes. If you learn to do this
well, you will probably get better grades, which may get you through college and into the real
world more quickly.
But there are reasons beyond the practical to take a writing class, too. When you decided to
go to college, whether you knew it or not, you chose a path that will almost certainly require
you to write out in that so-called real world. Think about it: whatever your career goal is, it
will probably involve some kind of writing; doctors, lawyers, salespeople, police officers,
teachers, clergy, civil servantsthese are just a few of the jobs that call for writing. To be
successful in any of these fields, you need to be able to communicate effectively, and some of
that communication will be written: reports, letters, grant applications, marketing copy,
business plansthe list could go on and on. The better you can write, the more likely you will
be to get the grant, sell your product, or convince investors to fund your start-up.
Part of learning to write well is learning to think clearly, and thats what the word inquiry in
the course title is all about. This class will guide you through the process of taking an idea,
turning it into a topic for an essay, learning something about your topic, and then telling an
audience all about it in a well-organized essay. Doing this requires clear thinking. Author and
journalist Bill Wheeler once said that good writing is clear thinking made visible. I think this
very succinctly sums up why a class such as English 111 is so important.
Course Description
This course is designed to develop the ability to produce clear writing in a variety of genres
and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of
rhetorical strategies, thesis development, audience awareness, and revision. Upon
completion, students should be able to produce unified, coherent, well-developed essays
using standard written English. This course has been approved to satisfy the Comprehensive
Articulation Agreement general education core requirement in English Composition. This
course is also available through the Virtual Learning Community (VLC). This course has been
designated a Writing Intensive Course. This is a Universal General Education Transfer
Component (UGETC) course for AA/AS.
Prerequisite
Students must satisfy one of the following to enroll in this class:
completion of ENG 090 and RED 090; or ENG 095; or DRE 098
appropriate placement test score

eligibility based on the state of North Carolina Multiple Measures Policy

REQUIRED TEXTS
Behrens, Laurence and Leonard J. Rosen. What It Takes: Academic Writing in College. 2nd ed.
Pearson, 2012.
Howard, Rebecca Moore. Writing Matters: A Handbook for Writing and Research. 2nd ed.
McGraw-Hill, 2014.
Kirszner, Laurie G. and Stephen R. Mandell. The Blair Reader: Exploring Issues and Ideas. 9th
ed. Pearson, 2017.
COURSE COMPETENCIES: STUDENT LEARNING OUTCOMES
Upon successful completion of this course, you should be able to
demonstrate writing as a recursive process;
demonstrate writing and inquiry in context using different rhetorical strategies to
reflect, analyze, explain, and persuade in a variety of genres and formats;
reflect upon and explain your personal writing strategies;
demonstrate the critical use and examination of printed, digital, and visual materials;
locate, evaluate, and incorporate relevant sources with proper documentation;
compose texts incorporating rhetorically effective and conventional use of language;
collaborate actively in a writing community;
demonstrate technological literacy and competency in word processing skills and the
use of online course components;
reflect on the global context of a variety of concepts generated from critical reading;
and
better understand your writing skills and write better than you did at the beginning of
the course.
GRADING POLICY
All grades in this class are based on a standard 100-point scale, with letter grades conforming
to the familiar ten-point scale (e.g., 90-100=A). Assignment weights for determining final
grades are as follows:
Attendance and Participation

5%

In-Class Activities and Homework

10%

Individual Writing Assignments


Initial Writing Narrative Essay
Brief Summary
Critique or Analysis Essay
Argument Synthesis Essay

5%
5%
15%
20%

Collaborative Writing Assignment

5%

Final Assessment Essay

30%

Personal Assessment of Writing Development

5%

How your work will be graded.

Writing assignments will be graded objectively, with the emphasis placed on overall
effectiveness and content. Effective written work will include ideas which are well
thought out and clearly presented; it will also have few, if any, errors in grammar and/or
mechanics. Other types of assignments will be graded using a method that is appropriate
for the assignment. All grades will be posted in Moodle.
Extra Credit
Opportunities for extra credit may arise during the class. This varies from semester to
semester, so there is no guarantee there will be extra credit. To receive any extra credit
points offered, you will be required to produce a short piece of writing or new media
project.
Late or Missed Assignments
All assignments, including essays, are due on or before the due date and will not be
accepted late. In-class assignments missed due to absence may not be made up.
ACADEMIC INTEGRITY
Anything you turn in during this class must be your own, original work, and should be
primarily your words. Plagiarism is a very serious academic offense and will not be tolerated.
It is your responsibility to know what plagiarism is and to know how to credit any source
whose words or ideas you include in your work. The following definition of plagiarism comes
from the course text:
Presenting a work or a portion of a work of any kinda paper, a photograph, a
speech, a web pageby someone else as if it were ones own (Howard G10).
If you accidentally commit plagiarism by forgetting an in-text citation, by not putting
quotation marks around a quote that you cite, or by doing anything similar, the penalty will
be a grade reduction commensurate with the offense. If you commit intentional plagiarism,
the penalty will be much more severe and may cause you to fail the course. Cheating of any
kind carries the same penalties as plagiarism.
ATTENDANCE POLICY
Your presence is crucial to the success of this class, so attendance will be recorded during
every class. Furthermore, you are expected to be on time and to stay for the entire class. If
you come in late, it is your responsibility to notify me at the end of class to avoid being
counted absent. If you need to leave early, let me know before class and then leave quietly.
If you want to be in this class, you must enter before the FTE census date. For traditional
classes this means you must be physically present; for hybrid and Internet classes you must
complete the Attendance Quiz in Moodle before the census date.
If I am late to class, you must wait at least ten minutes unless a notice has been posted
telling you I wont be able to meet the class. If this happens, you are responsible for checking
your myPittCC email and Moodle for instructions.
You will be unofficially withdrawn (W) if it becomes clear you are no longer active in the
class. The following are examples of behavior that would indicate that you are no longer
active:
missing class for two consecutive weeks
not turning in any assignments due during any two-week period
failing to complete any two of the major writing assignments

Behavior that disrupts the class will be reported to the Vice President for Student
Development Services. Such behavior may result in disciplinary sanctions.
ASSIGNMENTS AND LOGISTICS
Attendance and Participation (5%)
This grade is based on your attendance and your level of participation. Absences equal to
more than two weeks of class meetings will result in a reduced grade, as will habitually
coming to class late or leaving early. Your grade may also be reduced if you dont
participate willingly and productively in group activities and class discussions or if you fail
to keep an appointment such as a scheduled conference.
In-Class Activities and Homework (10%)
A variety of skill-building activities are included in this class. Some will be in-class
exercises, sometimes done in groups; others will be completed outside of class and
submitted through Moodle. There will be quizzes based on reading assignments and/or
other resources provided to you, and you will also respond to assigned readings in reading
journals.
Individual Writing Assignments
Initial Writing Assignment (5%)
The first writing assignment is designed to show how well you can write at the start of the
class. Following the steps of the writing process, you will write an essay that shows how
clearly you can express your thoughts in writing and how well you understand and use
basic writing skills such as standard English grammar and mechanics.

Brief Summary (5%)


This assignment will demonstrate your ability to summarize a passage you have read. The
primary aim of this assignment is to focus on recognizing and restating an authors central
theme and main points. This will aid in the development of solid thesis writing and use of
supporting information in future writing assignments.
Critique Essay or Analysis Essay (15%)
For this writing assignment you will write either a critique of a single article from the
textbook or an analysis essay based on specific principles from an article in the textbook.
The choice of critique or analysis will be made by the instructor. In a critique, you will
examine the strengths and weaknesses of an authors argument and evidence, which will
help you develop better critical reading skills. In an analysis, you will examine the
rhetorical strategies the author uses to persuade an audience. Such examination and
analysis will develop your skills as a critical reader, thinker, and writer.
Argument Synthesis Essay (20%)
You will write an argument synthesis essay on a topic based on assigned readings from
your textbook. This assignment will serve two purposes: it will develop your ability to
incorporate sources into your writing, and it will serve as practice for the final assessment
essay.
Personal Assessment of Writing (5%)
To wrap up the semester, you will review all of the writing you did for the classessays,
journals, and so onand write a short personal assessment of what you learned and how
your writing improvedor did not improveover the course of the semester. This chance
to reflect on the course should help you see what you can do well and what you need to
work on as you move on to ENG 112.

Collaborative Writing Assignment (5%)


Working with a group of your peers, you will write a short essay on a topic chosen by the
instructor. The main purpose of this assignment is to improve your collaboration skills and
give you a chance to experience taking a writing project from conception through
completion as a member of a team.

Final Assessment Essay (30%)


During the final week of class, all ENG 111 students are required to write an argument
synthesis essay to test their ability to produce an effective essay that includes
documented sources. This ability is essential to students success in the second level
composition course, ENG 112. Appropriate in-text citations and a works cited page in MLA
format are required for this assignment.

Please note: Any student who does not complete or does not earn a passing score on the
Final Assessment Essay risks not successfully completing ENG 111.
Submitting Papers Digitally
Much of the work in this class will be submitted in Moodle. Anything you submit digitally
should be saved as a Word document (.doc or .docx) or in Rich Text format (.rtf). These
are the only acceptable file formats. Files created or submitted using a phone or tablet
may not be compatible with the desktop computer I use for grading; if I cant open your
file, I cant grade it, so use an acceptable file format.
Use the following naming convention when saving and submitting your work: first initial +
last name (with no space between), followed by a space and then the name of the
assignment (example: JSmith essay 1).
Dont wait until the last minute to submit your work; you never know when something
might happen, and technical issues are not an acceptable excuse for not submitting an
assignment on time. And please dont submit work by email unless I ask you to do so.
GENERAL CLASS POLICIES AND RESOURCES
Computers and Other Technology
Many aspects of this course make use of technology; to be successful you need to have
access to a reliable computer with a reliable Internet connection, and software that will
allow you to type and save papers in MLA format and to access Moodle and the Internet.
You also need to be competent in the use of your word processing program, email, and
Moodle.
You are expected to check your myPittCC email and Moodle daily. If you send me an email,
I will get back to you within 24 hours; in most cases it will be much sooner than that,
unless you email on the weekend. You are also expected to know what activities are to be
completed and submitted in Moodle, and to have those activities completed and
submitted on time.

If you dont have a computer, there are computer labs on campus for your use. Please
check with the individual labs for available days and times. For technical support, contact
the Office of Information Technology and Services Helpdesk at 493-7573 or
shelp@email.pittcc.edu.

Digital Devices
Use of any digital device in a manner that disrupts the class is prohibited. This policy
applies to cell phones, iPods and other music players, iPads and other tablet computers,
laptop computers, and any similar devices. Laptops or tablets may only be used during
class for note taking, research, and working on class assignments.
To ensure that you can be reached while you are in class, give anyone who may need to
contact you the phone number of the PCC campus police (493-7777). They will quickly
notify you in the event of an emergency.
Tutoring Services and Way to Success
Free tutoring is available from the Tutorial and Academic Success Center (TASC) in T-19
and T-21, located directly behind the Everett building. Call 252-493-7258, email
pcctutoring@email.pittcc.edu, or see the TASC Web page for more information.
Way to Success is a campus-wide initiative that will help students be successful by
building mentoring relationships and making access to PCC resources more readily
available. If you are identified as being a student who could benefit from this program,
you will be contacted by a Success Coach who will work with you to get the help you need
to be successful.
Disability Services
If you have a need for disability-related accommodation, please contact Disability Services
at (252) 493-7294 or see them in CWE 150.
Student Conduct
You are expected to behave in a manner that is appropriate for a college classroom.
Appropriate behavior includes respect for teachers, tolerance of others views, and
language (spoken or written) acceptable to faculty and your fellow students. Unruly,
disrespectful, or disruptive behavior will not be tolerated and will be reported to the Vice
President for Student Development Services. Such behavior may result in disciplinary
sanctions. Please review the Pitt Community College Student Code of Conduct Policy for
more information:
http://www.pittcc.edu/academics/admissions/Student_Conduct.pdf
PCC Alcohol and Drug Policy
PCC prohibits the use, sale, or possession of alcoholic beverages or illegal substances on
college property or at college sponsored events. Any student violating this policy will be
subject to disciplinary action up to and/or including expulsion from the College and
possible criminal prosecution.
Way to Success
"Way to Success" is a campus-wide initiative that will help students be successful by
building mentoring relationships and making access to College resources more readily
available. This initiative engages faculty & staff at all levels to provide support and
assistance to students to help them achieve their educational goals. One component of
this system is designed to identify students who can benefit from proactive strategies that
can help students be successful. Once identified, these students will be linked with a
Success Coach who can provide timely feedback and initiate measures to increase the
likelihood of the student's success. Please visit Way to Success for more information.

TENTATIVE CLASS SCHEDULE


The schedule that follows is tentative and acts as a guide to the semester. The specific details
for assignments, readings, activities, and due dates are found on Moodle in the course shell. It
is your responsibility to log onto the Moodle course shell at least once a week (more often if
this course is online) to review and participate in the assignments, readings. It is your
responsibility to keep up and submit assignments by the due dates. If you have any issues
understanding and accessing information in Moodle for this course, please contact me
immediately. I will assist you to the best of my ability or provide you IT support through the
PCC help desk.
Dates

Module

Activities and Writing


Assignments

Reading

8/18-8/19

Module 1:
Introduction

Course Syllabus
Icebreaker
Moodle Student Manual
(as needed)

Module 1 Activities
Attendance Quiz
Ice Breaker

8/22-8/26

Module 2:
Assessment

WIT: none
WM: Ch. 2 and 3
BR: essays on 405 How
not to be Alone

Assessment Essay

Module 3:
Narrative

WIT: Ch. none


WM: Cont. reading Ch. 2
and 3
BR: essays on 232 Stay
at Home Dads and 37
Once More to the Lake

8/29-9/23

Narrative Essay
Essay Analysis for Narrative
Rough draft
Narrative Final Draft

WIT: Ch. 1 Summary


pg. 1 - 33
WM: Review Chapter 3
"Organizing and Drafting"
Pg. 29; review CH 26 - 32
Review Chapter 4 "Crafting
and Connecting Paragraphs"
Pg. 46
Chapter 7 "Thinking and
Reading Critically" Pg. 108

9/26-10/07

Module 4:
Summary

BR: "The Story of an


Hour" by Kate Chopin Pg.
240
"The Obligation to Endure" by
Rachel Carson Pg. 465
"Why I'm Black, Not African
American" by John H.
McWhorter Pg. 305
"Which Is It, Hispanic or
Latino?" by Cindy Y. Rodriguez
Pg. 296
"Exploiting the Gender Gap"
by Warren Farrell Pg. 373
"I Hear America Singing" by
Walt Whitman Pg. 375
(Poetry)

Summary, Paraphrasing,
Quoting
Summary Final Draft

WIT: Ch. 2 Critical


Reading and Critique
WM: CH. 18 MLA Style
Pg. 288
BR: Review Reading list
from Module 4

MLA Quiz: In-text Citations


MLA Exercise 1: Works Cited
Integrating Quotes Gracefully
Exercise

Module 6:
Argument
Synthesis
10/31-11/11 (Collaborative
Writing)

WIT: Ch. 3 Synthesis


WM: Ch. 2e and 3e
BR: selections from Ch.
8: Why We Work

Explanatory SynthesisPrewriting
Explanatory Synthesis-Final
Draft

Module 7:
Final Exam
11/14-12/09 Argument
Synthesis

WIT: Ch. 3
WM: Ch. 17-18
BR: readings related to
topic choice

Prewriting for Assessment


Essay
Assessment Essay-Rough Draft
Assessment Essay-Final Draft

Module 8:
Personal
12/11-12/16 Assessment of
Writing

resources provided in
Moodle

Personal Assessment of
Writing-Final Draft

Module 5:
10/10-10/28 Critical
Analysis

Due Dates for Major Assignments


8/31
9/23
10/06
10/28
11/11
12/09
12/13

Assessment Essay-Final Draft


Narrative Essay-Final Draft
Summary-Final Draft
Critical Analysis -Final Draft
Collaborative Writing Argument Synthesis: Final Draft
Final Exam Essay Assessment: Final Draft
Personal Assessment of Writing: Final Draft

TENTATIVE CLASS SCHEDULE


BR = The Blair Reader

WIT= What It Takes

WM = Writing Matters

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